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ERIC Number: ED409994
Record Type: Non-Journal
Publication Date: 1997-Apr
Pages: 16
Abstractor: N/A
Reference Count: N/A
The Quality of Family Communication and Academic Achievement in Early Adolescence.
Ullrich, Manuela; Kreppner, Kurt
This study focused on the role of family communication patterns as they affect children's academic achievement, as determined by grades. Sixty-two children (average age: 11.6 years) and their parents were observed and videotaped in dyadic settings (mother-child, father-child) in their homes while discussing everyday topics presented to them in a structured situation. Communication behavior in the parent-child dyads was scored from the tapes according to a category system developed to cover formal, verbal-communicative, and non-verbal aspects of the communication. The children were divided into three groups according to their average grades: high, medium, and low. Analysis of the frequency distributions of the communication aspects revealed significant differences between groups with different grades as well as between dyadic settings. Both parents and children exhibited differential patterns of communication behaviors according to children's level of academic achievement. For example, discussions between parents and their children were more relaxed and displayed a much easier way of negotiating diverse standpoints in families where children had high grades than was the case in families with children who had low grades. Higher grades were also associated with a more egalitarian structure in the dyadic setting and active participation of children in the discussions. Strong hierarchy in the dyads and high tension during discussion marked families with students who had low-grades. (Author/EV)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A